Transcript Slide 1

CHAPTER 13
Training & Development:
Issues and HRIS
Applications
LEARNING, TRAINING, AND
DEVELOPMENT OF EMPLOYEES
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The Learning, Training, And Development (LT&D)
Of Employees Is Now Center Stage In Today’s
Organizations To Ensure Long-term Competitiveness,
Excellence, Quality, Flexibility, And Adaptability.
Changing Work Practices And New Services And Products
Necessitate New Knowledge, Competences, And Skills.
Today’s Organizations Ought To Learn Faster And More
Effectively Than Their Rivals In Order To Remain
Competitive.
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Enable Employees To Cope With Daily Workloads.
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Alleviate Possible Future Skill Shortages
TRAINING AND DEVELOPMENT
Training
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Development
Short-Term
Objectives
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Knowledge, Skills
And Abilities (KSA)
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Improving Current
Job Performance
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Longer-Term
Objectives
Competencies
Preparing For Future
Job Performance
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
3
TRAINING AND LEARNING IN
ORGANIZATIONS
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Training Refers To A Planned Effort By A
Company To Facilitate The Learning Of Job
Related Knowledge, Skills, Or Behavior By
Employees.
A Learning Organization Is One Whose
Employees Are Continuously Attempting To
Learn New Things And Apply What They
Learn To Improve Product Or Service
Quality.
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LEARNING ORGANIZATIONS
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Learning Recognized As A Source
Of Competitive Advantage
Use Knowledge Management:
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Make Sure Knowledge From Employees,
Teams, And Units Is Captured,
Remembered, Stored And Shared
Technologies Provide Software To
Share Knowledge Electronically
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ESSENTIAL FEATURES OF LEARNING
ORGANIZATIONS
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Continuous Learning
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Knowledge Generation And Sharing
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Critical Systematic Thinking
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Learning Culture
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Encouragement Of Flexibility And
Experimentation
Valuing Of Employees
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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TRAINING AND DEVELOPMENT:
STRATEGIC IMPLICATIONS
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Learning Is Defined As The Process Of Assimilating New Knowledge
And Skills In Consequence Of Experience Or Practice Which Will
Bring About Relatively Permanent Changes In Behavior.
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Outcomes Of Learning Include Skills, Competences, Know-how
Or Tacit Knowledge, And Higher Level Cognitive And Other
Skills (Collin, 2007).
Skills Are Directly Related To Performance And The Ability To Carry
Out A Task.
The Knowledge Of Employees Is A Tacit Commodity, An Intangible
Asset. It Is Associated With An Understanding Of And A
Constructive Application Of Information (Grant, 1996).
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Knowledge Management (KM)
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Acquisition
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Documentation
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Transfer
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Creation
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And Application of Knowledge
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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ORGANIZATIONAL LEARNING
(CON’T)
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Peter Senge’s Book, The Fifth Discipline, Put Forward
Five Interrelated Disciplines That Organizations
Should Cultivate Among Its Employees To Engender
Learning And Success (Senge, 1990).
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Personal Mastery: Individual Growth And Learning
Mental Models: Deep-rooted Assumptions That Affect The
Way In Which Employees Perceive People, Situations And
Organizations
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Shared Visions: A Shared View Of The Organization’s Future
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Team Learning: A Shift From Individual Learning To
Collective Learning
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Systems Thinking: Or The Fifth Discipline, Which Connects
The Previous Disciplines (Burnes, 2004)
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SYSTEMS MODEL OF
TRAINING Figure 13.1
Phase 3:
Implementation
• On-the-job methods
•Off-the-job methods
Phase 4:
Evaluation
• Reactions
•Learning
•Behavior
•Results
Phase 2:
Design
• Instructional objectives
•Trainee readiness
•Learning principles
Phase 1:
Needs Assessment
•Organization Analysis
•Task analysis
•Person Analysis
•Demographic Analysis
Note: US organizations spend over $60 billion
annually on training (1.7 billion training hours).
Much of that investment is wasted because
it is not done in a systematic way.
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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IDENTIFYING T&D NEEDS
Training Needs Analysis (TNA): Establishing
What Is Needed, By Whom, When And
Where, So That Training Objectives Can Be
Determined
1. Organizational Level
2. Job Level
3. Person Level
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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TRAINING METHODS
Table 13.1
On-the-Job Training Methods
Off-the-Job Training Methods
Observation
Simulation
Mentoring
Coaching
Job Rotation
Apprenticeship
Role Play
Case Study
Business Games
External Course/Workshop
Self-directed Learning
Behavior Modeling
Placement
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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E-LEARNING
E-learning Is An Umbrella Term And Broadly Refers
To Any Learning Facilitated Using Electronic Means.
E-learning Can Capitalize On A Variety Of Delivery
Media Depending On The Approach Taken:
Printed Media (Including Textbooks, But Also Online Text And
Online Magazines And Journals)
Audio (E.G. Traditional Audio Tapes, Cds, Mp3s, Wav, And
Other Electronic File Formats)
Video (E.G. Traditional Video Tape, CD-ROM, Interactive Video,
Dvds, Video Streaming, Satellite Or Cable Transmissions)
Other Combined Media Including Hypermedia, Collaborative
Software Or Social Networking Technology (E.G. Web Sites,
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Discussion Forums, E-mail, Blogs, Wikis, MySpace, Youtube, Second
Life).
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E-LEARNING METHODS
Table 13.2
e-Learning Methods
Explanation
Computer-based training (CBT) or technologybased training, computer-managed instruction
(CMI), computer-aided (assisted) instruction
(CAI), computer-based learning (CBL)
Interactive training experience using a stand-alone computer, when no collaboration
and access to external resources is necessary; media used include CD-ROM, DVDs,
interactive video
Multimedia-based training (MBT)
Training experience that combines text, colors, graphics, audio, and video to engage
the learner; MBT can range from a simple graphical presentation of text to a complex
flight simulation
Distance learning (or education)
Learner and tutor are in different locations; the approach uses both synchronous and
asynchronous communication; the course provider usually provides online support
and supplies students with a course pack, including printed and audio visual
materials; courses follow a predetermined curriculum and schedule
Open learning (or education)
Learner has complete control over how, what, when, where, and at what pace learning
occurs; any type and combination of media may be used
Virtual learning environment (VLE) or virtual
classroom
Online environment in which learning takes place
Web-based training (WBT) or online learning (or
education), Internet-based training (IBTs)
Any training and learning that takes place online, that is, via the World Wide Web
Mobile learning
Any T&D that involves mobile technologies. Mobile technologies include personal
digital assistants (PDA), cell/mobile phones, MP3 players
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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E-LEARNING
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Digital Collaboration
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The Online Collaboration Between Learners Tends
To Increase Learning And Learning Transfer
Groupware (Electronic Meeting Software)
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Lotus Notes Is The Most Common Groupware
Blended Learning (Hybrid Blend Of E-learning
And Face-to-face)
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E-LEARNING TYPOLOGY
Virtual learning environments (VLEs)
Synchronous
Instant messaging services
Audio and video conferencing
Digital chat rooms
Shared whiteboard applications
Asynchronous
 e-Mail
Discussion forums/weblogs
Threaded discussions
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RAPID E-LEARNING (REL)
SOLUTIONS
Key Characteristics:
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It Has A Short Development Time
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Subject Matter Experts (SMEs) Act As Key Source Of Content
Development
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It Can Be Created Using Standard Presentation Software
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It Allows For Easy Assessment And Tracking Of Training
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Auxiliary Multimedia Tools (Including Flash Applications) Can Be
Used To Enhance Training Experience
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Training Units Can Be Undertaken In Minutes Rather Than
Hours
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It Can Be Synchronous As Well As Asynchronous
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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REL SHOULD BE USED IN
SITUATIONS BELOW
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Short Shelf Life Of Training
Critical Information Needs And Standard
Information Broadcasts
Training That Is Purely Informational In
Nature
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Training That Does Not Require Mastery
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Prerequisite And Introductory Training
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
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EVALUATION OF E-LEARNING
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Advantages
Cost Advantages
Improves Computer Skills
Self Paced
High Degree Of Learner Control
Choice Over Learning Environment
Interactive
Tracking Of Learner Progress And
Engagement Is Easy
Real Time Feedback
Consistent Delivery Method
Variety Of Formats And Methods
Available
Consistent Content
Unlimited Access In Terms Of Time
And Locale
Can Be Both Synchronous And
Asynchronous
Accommodates Different Learning
Styles
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Disadvantages
Basic Computer Skills Necessary
Use Of Computers Might Cause
Apprehension
Not Suitable For Certain Content
Privacy Concerns If Based
Online
Requires Self-motivation To
Learn
Learners May Feel Isolated
From Instructors And Peers
Lack Of Human Contact In
General
Technical Difficulties Impede
Access
RESEARCH GUIDELINES FOR E-LEARNING
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Only Provide E-learning When You Are Sure It Meets The
Organization’s Specific Learning And Development Needs.
Train Learners On Computer Basics Before Offering
Computer-based Training.
Enhance The Learning Experience By Including Graphics,
Texts And Learning Games In The Presentation Of Learning
Topics.
Keep Learners ‘Engaged’ By Offering Blended Learning And
Allowing Interaction Amongst Trainees And Between
Trainees And Facilitators.
Offer Trainees Control Over Certain Aspects Of Instruction
And Guide Them Through The Learning Process By Using
Tools, Such As Cognitive Maps.
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IMPLEMENTING T&D
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Implementation Plan Should Include:
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The Resources Required
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How Training Should Be Carried Out
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Who Should Facilitate Training
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The Period Within Which Training Should
Occur
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
21
EVALUATING T&D
In Order To Assess Whether A Particular
Training Initiative, Method Or Solution Has
Met The Training Needs And Objectives Of
The Firm And Whether Transfer Of Learning
Has Taken Place, Organizations Must
Evaluate Their T&D Efforts.
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
22
EVALUATION PROCESS
Analyze
Results
Needs
Analysis
Formulate
Measurable
Learning
Outcomes
Implement
Evaluation
Select
Appropriate
Evaluation
Strategy
Define
Outcome
Measures
SOURCE: Developed from Noe (2002).
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TYPES OF EVALUATION
Table 13.5
Summative
Quantitative in nature; establishes whether T&D was
effective, efficient, has added value, and has met its
objectives
Formative
Qualitative in nature; assesses how training, learning,
and development can be improved, that is, how could
it be made more efficient and effective
Learning
Quantitative and qualitative assessment of learner’s
post-training performance to evaluate whether
learning transfer has occurred
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COST-BENEFIT APPROACHES
Approach
Explanation
Benefit-cost ratio
(BCR)
Monetary benefits of T&D projects
Costs of T&D projects
Cost-benefit ratio
(CBR)
Costs of T&D projects
Monetary benefits of T&D projects
Payback period
Costs of T&D projects
Annual savings
Return on
investment (ROI)
Monetary benefits of T&D projects
Costs of T&D projects
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SOURCE: Sadler-Smith (2006).
TRAINING COSTS
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(Con’t)
Development Costs
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Fee For Program Purchase
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Instructor Training
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Registration Fee
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Travel And Lodge
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Salary
Overhead Costs
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General Organizational Support
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Top Management Time
Compensation For Trainees
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Trainees Salaries And Benefits Based On Time Away From
Job
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TRAINING METRICS AND COSTBENEFIT ANALYSIS
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The Costs Involved In Training Can Be
Established Relatively Easily. These
Overheads Can Be Substantial And Involve
Direct Costs And Indirect Costs
The Actual Benefits To The Firm May Be
Much More Difficult To Ascertain, As Many Of
The Benefits Take A Long Time To Materialize
Or Can Often Be Of An Intangible Nature
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TRAINING COSTS
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Direct Costs
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Instructor
Travel Expenses
Materials
Classroom Space And Audiovisual Equipment
Refreshments
Indirect Costs
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Training Management
Clerical And Administrative Salaries
Pre And Post-training Materials
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
28
TRAINING BENEFITS
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Trainee Productivity
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Productivity Increase Without Training Vs. With
Training
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Turnover Costs & Future Increases
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Decrease In Turnover
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
29
T & D DATA ELEMENTS FOR HRIS
Training Costs:
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Cost Of Trainers & Future Increases
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Equipment, Depreciation, Maintenance
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Compensation Per Trainee
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Cost Per Facility
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Preparation Time
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Training Materials
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Number Of Trainees
Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson - Human Resource Information
Systems: Basics, Applications, and Future Directions, 2e © 2012 SAGE Publications, Inc.
30
HRIS APPLICATIONS IN TRAINING
Useful HRIS Information Should Possess Three
Key Characteristics:
1. It Must Be Presented In A User-friendly Manner.
2. It Must Be Meaningful And Appropriate.
3. It Must Be Used Effectively In The Decision
Making Process To Support An Organization’s
Overall Business Strategy.
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HRIS/LEARNING APPLICATIONS: LMS
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The Capabilities Of Today’s HRIS T&D
Applications, Also Called Learning Management
Software (LMS), Range From Training
Administration, To Training Management To
Talent Management.
Training Management Systems Can Facilitate
The Entire T&D Process
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HRIS T&D APPLICATIONS:
IMPLEMENTATION ISSUES
Many HRIS T&D Projects Fail To Meet The Expectations Of Key
Decision-makers. The Reasons For This Include:
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Some Firms Introduce New TMS Only Because Competitors Have
Done Likewise, Without Having The Necessary Expertise To Operate
The System.
False Expectations Of Return on Investment (ROI) Or Apply
Training Metrics That Merely Focus On Cost Savings And Fail To
Take Note Of Intangible Gains Derived From T&D.
HRIS T&D Application Strategy Is Not Aligned With Training Needs
And The Overall T&D, HR And Business Strategies.
Few Organizations Involve Employees During The Implementation
Stage Of The HRIS, Which Can Lead To Underutilization And
Dissatisfaction With The System.
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SUGGESTIONS FOR SUCCESS
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A Number Of Authors Have Suggested Success Factors For The Introduction Of
HRIS T&D Applications (Gascó Et Al., 2004; Noe, 2002; Sadler-smith, 2006)
And For Increasing E-learning Completion Rates (Frankola, 2001):
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Align E-learning Strategy With T&D Strategy, HR Strategy And Overall Business
Strategy
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Create A Corporate Learning Culture That Fosters E-learning And The Use Of
HRIS T&D Applications
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Assess HRIS T&D Projects By Their Suitability To Meet The T&D Strategy Of
The Organization Rather Than The Technical Sophistication And Elegant
Features Of The System
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Carefully Plan HRIS T&D Projects To Guarantee Compatibility With Legacy
Systems And Sufficient Budget Allocation And Expertise To Use The System
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Involve Line Managers And Employees In HRIS T&D Projects To Ensure Greater
Buy-in
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Match HRIS T&D Applications And E-learning Initiatives With Their Ability To
Meet Training Needs To Encourage Learning Transfer
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SUGGESTIONS FOR SUCCESS
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continued
Establish A Suitable Evaluation Strategy To Assess The Extent To
Which Training Technology Meets Training Needs And Evaluate
Regularly
Identify Suitable T&D Metrics That Take Account Of All Direct And
Indirect Training Outcomes
Promote The Use Of HRIS T&D Applications And E-learning
Make Managers Accountable For Uptake Of E-learning And HRIS
T&D Utilization
Reward Employees For Use Of E-learning
Ensure T&D Systems And E-learning Is User-friendly And Provides
Quality Information
Develop A Data Security Policy For The T&D System And
Applications
Do Not Focus On Financial Gains From HRIS T&D Projects Alone
Train Managers And Employees In The Use Of T&D Technologies
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